Download or read book The Departmentalized Education Classroom Model and Its Affect on Student Achievement in Upper Elementary written by Jeffrey Kirk Gilmore and published by . This book was released on 2016 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was a comparison of three different classroom models in upper elementary, 3rd grade to be specific. A departmentalized two-teacher team, a departmentalized three-teacher team, and a self-contained team participated in a causal-comparative post-test study focusing on student and teacher perception of the model. Its purpose was not to prove one to be best but to rather suggest there were options and school leaders must consider before determining the classroom model that best fit their teachers and students.
Download or read book Elementary School Structures written by Larry Dwayne Ponder and published by . This book was released on 2013-01-16 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary third and fourth grade classrooms were found to be primarily structured in two configurations. Self-contained classrooms are structured with one teacher teaching all academic subjects to his or her students and departmentalized classrooms are structured with two teachers teaching a portion of the academic subjects to two classrooms. These structures were found to coexist in one large urban district with whole schools operating under the self-contained structure or departmentalized structure. A review of the literature found that proponents of each of these structures have existed in American schools for more than seventy years and support for each has been sustained. Utilizing ex post facto research methodology, this quantitative study gathered benchmark and state testing data in mathematics and science to identify patterns in achievement based on classroom structures. Data were analyzed utilizing factors of gender, ethnicity, and program participation in English as a second language (ESL), bilingual, and gifted and talented (GT) programs. It was found that students in fourth grade performed significantly better in departmentalized classrooms for mathematics, third grade bilingual students performed significantly better in departmentalized classrooms for mathematics, fourth grade female ESL and bilingual students performed significantly better in self-contained classrooms for mathematics, and fourth grade bilingual students performed significantly better on one science assessment in self-contained instructional settings.
Download or read book Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: School systems throughout the United States are obligated to meet requirements established by federal law and benchmarks established by state governments in student achievement. Therefore, understanding how children learn and the impact of learning environments may be factors in obtaining annual yearly progress (AYP) and improving student achievement. This study contributes to current research identifying teacher perceptions of learning practices and organizational structures needed to improve student achievement in upper elementary grades in public schools. The purpose of this study was to identify if associations exist between classroom organizational structures and student achievement (CRT/TCAP) scores. Quantitative data were used to distinguish grade organization in relation to student achievement using standardized test data. Demographic data were collected from 67 returned surveys representing six school systems in Northeast Tennessee. The statistical analysis revealed no significant differences in fourth and fifth grade student achievement scores in language arts, science, and social studies between students in self-contained and departmentalized classrooms. Although fourth grade students revealed no differences in math, fifth grade students had significant differences in 3 achievement math scores between those students in self-contained and departmentalized classrooms favoring departmentalized classrooms. Further analysis revealed no differences in student achievement scores for fourth and fifth grade students between teachers who favor and those who do not favor departmentalized or self-contained classrooms. The recommendations from this study include the use of a similar study to incorporate more school systems with a larger sample of teachers.
Download or read book Elementary Mathematics Specialists written by Maggie B. McGatha and published by IAP. This book was released on 2017-02-01 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary mathematics specialists are teacher leaders who are responsible for supporting effective PK–6 mathematics instruction and student learning. The Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics, the National Council of Supervisors of Mathematics, and the National Council of Teachers of Mathematics, in a 2010 joint position paper on Elementary Mathematics Specialists (EMSs), all advocate for the use of EMSs to support the teaching and learning of mathematics. The specific roles and expectations of EMSs will vary according to the needs of each setting, “but their expertise and successful experience at the elementary level is critical” (p 1). Elementary Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics Teaching and Learning is AMTE’s latest resource supporting the important work of EMSs. It has five sections related to the preparation and professional development of EMSs: (a) Overview and Current State of Affairs; (b) Models of EMS Program Development & Delivery; (c) Supporting EMSs in the Field; (d) The Mathematics Specialist Research; and (e) Future Directions. The book provides support to EMS practitioners, program providers/developers, and researchers seeking to answer important questions about how to prepare Mathematics Specialists, support them in the field, and research their effectiveness.
Download or read book The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing written by Elizabeth Jean Freiberg and published by . This book was released on 2014 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to the continued pressure placed on American public schools to increase academic achievement, some schools have begun to reorganize instructional environments in an effort to improve student outcomes. The current study examined one such elementary school that implemented a departmentalized model of instruction in fourth and fifth-grade classrooms in an effort to improve student learning. This longitudinal, cross-sectional study followed a sample of students and teachers over a two-year period in an attempt to ascertain how departmentalizing in the elementary school affected student and teacher perceptions and academic achievement among students in third, fourth, fifth, and sixth-grade. Student perceptions of their school, teachers, peers, and academic performance were measured using surveys and standardized achievement test scores were collected. Teacher attitudes toward departmentalization were also measured using surveys. A factor analysis of student survey results with Varimax rotation resulted in ten factors that revealed a consistent pattern of change in student perceptions when correlated. A consistent relationship between students' academic achievement and perceptions at each grade level was not found. Results suggested that students who began switching classes in elementary school had positive perceptions of their teachers and of themselves as social beings in school. Perceptions of their academic abilities, however, separated from their perceptions of their teachers over time. In contrast, students with one teacher in self-contained classrooms had positive perceptions of their teachers. These students' perceptions of their academic abilities and perceptions of themselves as social beings in school were connected to their perceived teacher-student relationships. Elementary teachers expressed concern over meeting their students' emotional needs, but otherwise reported positive attitudes toward their abilities to teach and meet their students' academic needs in a departmentalized setting. Teachers at the elementary school and the middle school felt that students who switched classes in elementary school were more prepared when they got to middle school and adjusted more quickly than students who came from self-contained elementary classrooms.
Download or read book The Ambitious Elementary School written by Elizabeth McGhee Hassrick and published by University of Chicago Press. This book was released on 2017-04-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: The challenge of overcoming educational inequality in the United States can sometimes appear overwhelming, and great controversy exists as to whether or not elementary schools are up to the task, whether they can ameliorate existing social inequalities and initiate opportunities for economic and civic flourishing for all children. This book shows what can happen when you rethink schools from the ground up with precisely these goals in mind, approaching educational inequality and its entrenched causes head on, student by student. Drawing on an in-depth study of real schools on the South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W. Raudenbush, and Lisa Rosen argue that effectively meeting the challenge of educational inequality requires a complete reorganization of institutional structures as well as wholly new norms, values, and practices that are animated by a relentless commitment to student learning. They examine a model that pulls teachers out of their isolated classrooms and places them into collaborative environments where they can share their curricula, teaching methods, and assessments of student progress with a school-based network of peers, parents, and other professionals. Within this structure, teachers, school leaders, social workers, and parents collaborate to ensure that every child receives instruction tailored to his or her developing skills. Cooperating schools share new tools for assessment and instruction and become sites for the training of new teachers. Parents become respected partners, and expert practitioners work with researchers to evaluate their work and refine their models for educational organization and practice. The authors show not only what such a model looks like but the dramatic results it produces for student learning and achievement. The result is a fresh, deeply informed, and remarkably clear portrait of school reform that directly addresses the real problems of educational inequality.
Download or read book The Effects of Departmentalization on Student Academic Achievement Student Attendance and Teacher Job Satisfaction written by Corey R. Limburg and published by . This book was released on 2019 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of departmentalization on achievement and attendance of fifth-grade students and the job satisfaction of fifth-grade teachers. Data collected included student achievement data, student attendance data, teacher survey results, and focus group interview data. The results of this quasi-experimental cohort design study indicated a marginally significant relationship between departmentalization and academic achievement. Departmentalization did not positively affect student attendance. Both quantitative and qualitative data were used to determine that departmentalization does positively affect teacher job satisfaction. The findings of this study will be used to inform classroom organization decision making efforts at the school and district level.
Download or read book Three Essays in Teacher Value Added written by Xiao Peng and published by . This book was released on 2014 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Science Notebooks written by Lori Fulton and published by Heinemann Educational Books. This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The bestselling first edition of Science Notebooks inspired thousands of teachers to use science notebooks as a powerful way to help students reveal and develop their thinking about scientific concepts, engage in the work of scientists and engineers, and exercise language skills. Lori Fulton and Brian Campbell make the Second Edition even more valuable by showing how science notebooks support implementation of the Next Generation Science Standards as well as the Common Core State Standards for ELA. The authors have also added new material to every chapter, including: strategies to scaffold science notebook instruction how science notebooks help students develop explanations and arguments based on evidence strategies for collecting and analyzing science notebooks for formative assessment new interviews with scientists and engineers that spotlight the use of science notebooks in their work. Student samples and classroom vignettes from a variety of settings illustrate the transformative effect of science notebooks on students' scientific thinking as well as their literacy skills. Download a sample chapter
Download or read book Elementary Teachers Experiences of Departmentalized Instruction and Its Impact on Student Affect written by Robert Charles Minott and published by . This book was released on 2016 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative dissertation was to explore the lived experiences of departmentalized elementary teachers, Grades 1-3, and how they addressed their students' affective needs. The main research question of the study was how do elementary school teachers perceive departmentalized instruction and describe their experiences of this structure's impact on their students' affective needs. Data from interviews were initially open coded into 47 categories. Nonnotable responses appearing in less than 75% of the transcripts were eliminated. The remaining open-coded responses were then grouped into 5 axially coded themes. This dissertation employed a qualitative interview and data gathering process. Phenomenology was used as the research design. This mode of inquiry allowed me to capture the lived experiences of teachers' perceptions related to addressing their students' affective needs. All subjects reported positive experiences and successes in this endeavor. Recommendations include piloting departmentalization prior to implementation, consideration of teacher personality and teaching style prior to pairing teachers, and investigating the impact of departmentalization on various types of learners. Appended to the paper are: (1) Confirmation of Participation E-mail; (2) Interview Guide and Protocol; (3) Invitation to Participate E-mail; (4) Selection Confirmation; and (5) Adult Consent Form.
Download or read book School and Classroom Organization written by Robert E. Slavin and published by Routledge. This book was released on 2013-03-07 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because the organization of the classroom and the school provide the framework for teaching and learning, this important volume reviews research that focuses on specific issues including: achievement effects of alternative school and classroom organizational practices, ability grouping, departmentalization, special and remedial programs, evaluation processes, and class size. The studies utilize realistic evaluations rather than laboratory or experimental data, and do not prescribe particular practices.
Download or read book Classroom Environment and Student Learning written by Clare Smith Gaskins and published by . This book was released on 2010 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study uses a three-level model (within-student, between-student, and between-classroom) to examine the effects of 4th and 5th grade classroom environments on student achievement trajectories during the school year. Between-classroom differences in teacher warmth and classroom order were tested as predictors of student rates of achievement growth, controlling for classroom poverty as well as student characteristics. Classroom order and poverty added incrementally to students' rates of achievement growth when student level demographic and behavioral effects were included in the model. Cross-level analyses identified the moderating effects of classroom environment on achievement growth for at-risk students with higher levels of classroom order promoting greater rates of math achievement growth among disadvantaged minority students. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book Teachers Who Learn Kids Who Achieve written by WestEd (Organization) and published by WestEd. This book was released on 2000 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on what it takes to translate professional development into impressive learning gains for students. The experiences of eight award-winning schools are distilled into principles for success. This book is based on hundreds of hours of talking with teachers and administrators at the eight schools. The schools are diverse, representing a wide range of locations, sizes, and student characteristics. The schools' stories tell of students who achieve because their teachers are learners. At the heart of each school's success is an exemplary professional development program. After an introduction to the book and an overview of the eight schools, Section 1, "The Key: A Culture of Learning," discusses "Student-Centered Goals"; "An Expanded Definition of Professional Development"; "Ongoing, Job-Embedded Informal Learning"; "A Collaborative Environment"; "Time for Learning and Collaboration"; and "Checking for Results." Section 2, "A Boost from Outside," discusses "External Call to Action,""Partnerships with External Programs," and "Fiscal Resources." Section 3 offers "Implications for Site and District Leaders." The two appendixes include school profiles and information on the research study. (SM)
Download or read book Increasing Educational Success written by United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education and published by . This book was released on 1987 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Midnight at the Barclay Hotel written by Fleur Bradley and published by Penguin. This book was released on 2021-08-24 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hunting ghosts and solving the case before checkout? All in a weekend's work. Read the novel that New York Times bestselling author, Chris Grabenstein calls, "My kind of mystery!" When JJ Jacobson convinced his mom to accept a surprise invitation to an all-expenses-paid weekend getaway at the illustrious Barclay Hotel, he never imagined that he'd find himself in the midst of a murder mystery. He thought he was in for a run-of-the-mill weekend ghost hunting at the most haunted spot in town, but when he arrives at the Barclay Hotel and his mother is blamed for the hotel owner's death, he realizes his weekend is going to be anything but ordinary. Now, with the help of his new friends, Penny and Emma, JJ has to track down a killer, clear his mother's name, and maybe even meet a ghost or two along the way.
Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Taylor & Francis. This book was released on 2017-04-07 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Download or read book A Comparative Study of the Effects of Team Teaching and Departmentalized Teaching on the Scholastic Achievement of Eight Grade Students in Social Studies and Language Arts written by James F. Jester and published by . This book was released on 1966 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
